In The Passionate Teacher, Ron Fried describes the Game of School (GOS) as what happens when teachers and students forsake intellectual work and instead engage in their classes as rituals. Take this opportunity to consider this chapter in light of some of the the other experiences that you've had this semester to answer at least three of the following questions:
What elements of the game of school are you seeing in your placements?
How have you seen teachers fight the game of school in their classes?
What features can you plan into your units that might discourage the GOS?
Finally, what impact will this description of the GOS have on your own approach to teaching as expressed in your teaching philosophy?
Observe As a believer in the Game of Life, the Game of School was easy for me to comprehend, understand and see. There are several elements that I see everyday, as a student and as a prospective teacher. The game is fun, sure, but it's also a game. And it's only fun if you can win. It seems, and I personally feel this way as well, that doing what you need to to get by, is arguably the most common trait across a student body, as well as the global population. So, can you really blame students for thinking it's okay to do only what they need to in order to get by, if it is what most of modern society is modeling for them everyday? I run into a real personal conflict with that question and then begin to reflect on myself. Do I only do the bare minimum to get by, or is it all I am capable of at this moment in time? How often do I make excuses for myself?
And then I begin to wonder how to handle this aspect of the GOS in the classroom? Some teachers do what they can to fight the game, while it seems others simply ignore its existence. I have seen some teachers do nothing but enable the game of school. If teachers give students no context, and no real reason to care, why should they? Why would they? And how could they? If students are given an opportunity to connect, engage and learn, they are more likely to take on to the subject, maybe care, and maybe try a little harder then they normally would. To do this, teachers need to provide ample opportunities for their students, promote exploration and encourage find a space outside of the box. Though this may create more work for the teacher, it's most important and has the students best interest at hand.
My teaching philosophy does what it can to discourage the GOS, however, I can't assume or predict that I will have students not play the game. I think the most important thing I can do as a teacher is not play the Game of Life, and do my best to model against that societal norm. If students can observe someone going above and beyond what is expected, then they may be inspired to do so as well. Understanding and knowing the GOS/GOL, will better prepare me for what it will look like in my classroom and can also mold my teaching philosophy.
least three of the following questions:
Observe
As a believer in the Game of Life, the Game of School was easy for me to comprehend, understand and see. There are several elements that I see everyday, as a student and as a prospective teacher. The game is fun, sure, but it's also a game. And it's only fun if you can win. It seems, and I personally feel this way as well, that doing what you need to to get by, is arguably the most common trait across a student body, as well as the global population. So, can you really blame students for thinking it's okay to do only what they need to in order to get by, if it is what most of modern society is modeling for them everyday? I run into a real personal conflict with that question and then begin to reflect on myself. Do I only do the bare minimum to get by, or is it all I am capable of at this moment in time? How often do I make excuses for myself?
And then I begin to wonder how to handle this aspect of the GOS in the classroom? Some teachers do what they can to fight the game, while it seems others simply ignore its existence. I have seen some teachers do nothing but enable the game of school. If teachers give students no context, and no real reason to care, why should they? Why would they? And how could they? If students are given an opportunity to connect, engage and learn, they are more likely to take on to the subject, maybe care, and maybe try a little harder then they normally would. To do this, teachers need to provide ample opportunities for their students, promote exploration and encourage find a space outside of the box. Though this may create more work for the teacher, it's most important and has the students best interest at hand.
My teaching philosophy does what it can to discourage the GOS, however, I can't assume or predict that I will have students not play the game. I think the most important thing I can do as a teacher is not play the Game of Life, and do my best to model against that societal norm. If students can observe someone going above and beyond what is expected, then they may be inspired to do so as well. Understanding and knowing the GOS/GOL, will better prepare me for what it will look like in my classroom and can also mold my teaching philosophy.